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In addition to the opinion of students about the implementation of online classes, the opinion of teachers and professors, as experienced participants in classes, is very important. Feedback is needed on how successfully the material has been completed, and how well the outcomes and goals of the online mathematics course have been met. One of the ways of showing the success of online classes is through a survey. Therefore, we conducted a survey in the Herzegovina-Neretva Canton with teachers and professors about the success of online mathematics teaching in primary and secondary schools, with the aim of finding successful methods from practice, the most useful programs for its implementation, where the interest of students and increased motivation for work and study. [ABSTRACT FROM AUTHOR]

Copyright of Social Sciences & Humanities Studies / Društvene i Humanističke Studije (DHS) is the property of Faculty of Humanities & Social Sciences, University of Tuzla and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Zadatak rada će se sastojati u analizi ontologije matematičkog bića u Aristotela. U kraćem uvodu, autor će nastojati da prikaže izvore, kao i odnos grčkih mislilaca prema matematici, koja se prvi put tretira kao nauka, tj. znanje koje je svrha samom sebi. Zatim, autor će eksplicirati Aristotelov opšti odnos prema nauci matematike, da bi se u poglavlju koje neposredno sledi prikazala ontološka analiza matematičkog predmeta. Analiza će biti proširena u prikazu odnosa problema univerzalija i odredbe prirode matematičkog predmeta kao apstrakcije, čime će postati transparentan relativan način postojanja matematičkog bića. Neposredno posle, autor će prikazati Aristotelovo poimanje prostora i vremena kao veličina koje su ujedno i mogućnosti apstrakcije matematičkog bića. Matematičke predmete ćemo, nakon apstrahovanja, posmatrati kroz prizmu kategorija, onakve kakvi su po-sebi u njihovom ontologičkom načinu postojanja.

Copyright of Journal of the Institute of Croatian History / Radovi Zavoda za Hrvatsku Povijest is the property of Zavod za Hrvatsku Povijest, Filozofski Fakultet and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Muzika is the property of Musicological Society of Federation of Bosnia & Herzegovina, Academy of Music in Sarajevo and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Man is a social being and cooperates with other people. Likewise, students must cooperate with each other so that they can easily learn the prescribed mathematical background. Collaborative learning, which is increasingly represented in teaching practice, has many advantages over traditional teaching in math classes. It is based on the idea that students will be quicker and easier to understand and adopt abstract mathematical concepts and rules, and to solve mathematical tasks faster and more effectively if they talk to each other about them. Many studies have shown that they are particularly motivated when they collaborate in learning. This is confirmed by our research. The research was conducted at the High School in Čitluk. The students were divided into two groups, both control and experimental. The control group has learned in the traditional way, and experimental has used collaborative learning. The results showed that the students of the experimental group were more motivated to learn from the student control group. [ABSTRACT FROM AUTHOR]